17 & 18 February 2017

#ignitethespark2017

Foreword Welcome to the 2017 Ignite the Spark, Fuel the Fire: Innovative Differentiation Conference! Co-hosted by the School of Education and GERRIC at UNSW and the NSW Department of Education, this event is the fourth in the series of Ignite the Spark, Fuel the Fire conferences. Its focus is on innovative ideas and programs to differentiate the curriculum in order to support all students’ learning, in the context of the classroom, whole school and community of schools, as required by the NSW syllabuses for the Australian Curriculum. This two day conference will present the latest research, as well as showcase quality examples and strategies for differentiated teaching, to empower teachers to cater for the diversity of all their students. Workshops and presentations will include sharing by researchers, educational advisors and educators from primary and secondary schools across all sectors, making this conference a very valuable, NESA-registered professional learning experience on which to build classroom practice. We are honoured to have three excellent keynote speakers, Associate Professor Brian Housand from East Carolina University, Professor Shirley Alexander from the University of Technology and Dr Simon McIntyre from UNSW Art & Design, speak at the conference to share their ideas and research. Another special feature is a Leaders Panel with Department of Education directors and principals from the public and Catholic sectors. This year we are also introducing sessions for early childhood educators. We trust you will find the conference interesting and informative, and a valuable opportunity to form and strengthen your educational networks. Thank you for your participation. UNSW School of Education and GERRIC NSW Department of Education

Day 1 – Friday 17 February 2017

8:00am – 8:45am Registration in Central Learning Block foyer UNSW Kensington

8:45am – 9:10 am Welcome to Country: Dr Peter McKenzie Welcome: Professor Susan Dodds (Dean, UNSW Faculty of Arts & Social Sciences) Dail McGilchrist (Executive Director, Learning and Teaching, NSW Department of Education)

9:10am – 10:30am CLB 7 Keynote 1 – Associate Professor Brian Housand

10:30am – 11:00am Morning Tea

11:00am – 11:55am

Breakout session strands

Early Childhood

CLB 3

Primary

CLB 7

Secondary

CLB 1

GAT

CLB 2

Whole school and more

CLB 4 CLB 5 Breakout session 1

Susan Tickle

Differentiation in Maths K-6

Yvonne Quinlan

Concept-based

learning K-6

Tony McLaughlin

Writing for differentiation Stage 2 – 5

David Tomlin Elli Criddle Innovation,

connection and resilience –

Case study of North Sydney

Girls HS

Dale Sadler

Bullying: the game-changer

Carol Barnes

Legal aspects of

differentiation

CLB 3 CLB 7 CLB 1 CLB 2 CLB 4 CLB 5 11:55am – 12:25pm

Breakout session 2 (mini – 2A)

Ruth Garlick

Nature Pedagogy in

Early Childhood: Australian

Professional Standards

Kerrie Quee

Differentiation for EALD K-6

Carina Dennis Fiona

McCrossin

GROWTH mindset - unit in HS Science

Aine De Paor Robyn

Matthews Nurturing GAT

in comprehensive

HS

Priscilla Mussone Different-

iation through

journalism K-8

Ben North Assessing for differentiation:

using all sources of

available data to inform a quality differentiation

program

(HS) CLB 7 CLB 1 CLB 2

12:25pm – 12:55pm

Breakout session 2 (mini – 2B) Bohdan Balla-

Gow

Using data walls to

differentiate instruction

Jay-Marie Blue

Strength through unity

Chris Vella

Differentiation through

Environmental Education

CLB 3 CLB 7 CLB 1 CLB 2 CLB 4 CLB 5

12:55pm – 1:50pm Lunch 1:50pm – 2:45pm Breakout session 3

Gretl Willett

Differentiation dynamics in Maths K-6

Katherin Cartwright Tanya Coli

Primary STEM in

action

Peggy Mangovski

Differentiated exams in HS

Katherine Edwards

Elaine McKellar

Differentiating Learning in HS Maths lessons

Kathy Corby Hanna El Far Seyda Celik Samantha

Anjoul

Oral language strategies for

creative writing

(EAL/D)

Brenda Quayle Caroline Vuki

Personalised Capabilities for Student Success

CLB 3 CLB 7 CLB 1 CLB 2 CLB 4 CLB 5

2:45pm – 3:45pm CLB 7 Keynote 2 – Professor Shirley Alexander

3:45pm Close Day 1

Day 2 – Saturday 18 February 2017 8:15am – 9:00am Registration in Central Learning Block foyer

UNSW Kensington 9:00am – 10:30am CLB 7 Leaders’ Panel (alphabetical order):

Jane Dennett – Principal, Killara High School (MC)

Kathleen Donohoe - Director, Futures Learning, DoE

John Goh - Principal, Merrylands East Public School

Lila Mularczyk – A/Executive Director, Leadership and High Performance, DoE

Paul Petersen – Principal, Austinmer Public School

Chris Robertson - Principal, Aurora College

Meredith Tomkins - Principal, Our Lady of Good Counsel Catholic School, Forestville 10:30am – 11:00am Morning Tea

11:00am – 11:55am

Breakout session strands Early Childhood

CLB 3 Primary CLB 7

Secondary CLB 1

GAT CLB 2

Whole school and more CLB 4 CLB 5

Breakout session 4 Kerry Hodge

GAT pre-schoolers

Karen Rantissi

Bonita Avery

Art & writing Yrs 3-10

Ilhea Yen Differentiation in the maths classroom

(HS)

Katherine Hoekman Designing Equitable

School-wide Programs that Inspire Gifted

Learners

Chloe Williams

Teaching & Learning

strategies in HSIE (HS)

Nerida Walker

UNSW & Matraville Education

Partnership

CLB 3 CLB 7 CLB 1 CLB 2 CLB 4 CLB 5 11:55am – 12:50pm

Breakout session 5

Rosalind Walsh

Extending young gifted children through higher order question-ing techniques

Helen Polios Carol

Spencer

Differentia-tion in Maths

Lizzie Chase

Weaving threads of

gold - writing

Angela Housand

FutureCasting: Laying the

Groundwork for

Personalized Learning

Michele Beach

Developing Growth

Mindset in a gifted

classroom through Learning

Intentions and Success

Criteria (LISC)

Virginia Cluff Aurora

College: Collaboration

is the Key

CLB 3 CLB 7 CLB 1 CLB 2 CLB 4 CLB 5

12:50pm – 1:45pm Lunch

1:45pm – 2:40pm Breakout session 6

Lynda Lovett Ariana Abeni-

Davis Rich, engaging

& active learning

Meredith Tomkins

Janet Agostino

‘Elevate’ and high

potential learner clusters

Robyn Lonergan Problem-

based learning in the middle

years

Nicole Sabbadin Mapping

Differentiation Practices for the Gifted in Classrooms: Using Action Research for Multi-Faceted

Purposes

Susen Smith Differentiation for innovation:

Scaffolding today’s student

potential to become

tomorrow’s self-regulated

innovators

Jim Hayden Making learning

purposeful

CLB 3 CLB 7 CLB 1 CLB 2 CLB 4 CLB 5

2:40pm – 3:40pm CLB 7 Keynote 3 - Dr. Simon McIntyre

3:40pm – 3:45pm Close of conference

Keynote 1

Associate Professor Brian Housand, East Carolina University From curiosity to creativity: Technology and Today’s Gifted Students

A common characteristic of gifted students is a seemingly insatiable curiosity, and thanks to the power of the Internet, the answer to almost any question is only a few clicks away. Today’s gifted students also have unprecedented access to powerful tools designed for creative production and worldwide distribution. As educators how can we tap into gifted students’ interests and purposefully guide them towards meaningful products? Together, we will explore viable options for transforming you and your students from consumers of information to producers of new knowledge.

Brian C. Housand Ph.D Brian is an associate professor, coordinator of the Academically and Intellectually Gifted Program, and recipient of the Max Ray Joyner Award for Outstanding Teaching in Distance Education at East Carolina University. Dr. Housand earned a Ph.D. in educational psychology at the University of Connecticut’s Neag Center for Gifted Education and Talent Development with an emphasis in both gifted education and instructional technology. He serves on the National Association for Gifted Children’s Board of Directors as a Member-At-Large. He researches ways in which technology can enhance the learning environment and is striving to define creative productive giftedness in a digital age. For more information, go to http://brianhousand.com.

Breakout session 1 Susan Tickle

Differentiation in Maths (K-6)

This is a whole school model for differentiation in Mathematics and involves working collegially in grade, stage and school teams using the Assessment for Learning Cycle. Rich, differentiated, open-ended pre-tests/tasks are used as a diagnostic tool to guide programming and teaching and learning activities. Participants will gain a greater understanding of GAT students and how to effectively assess, group, plan, program and teach through differentiating Mathematics activities.

This action research model has been successfully implemented over the last five years, across two schools, and ensures all individual student needs are catered for in Mathematics, especially those of GAT students. Student activities are differentiated and the content and pace of the curriculum is modified according to student ability level. Research based practical strategies are given. Throughout the presentation Susan will give her feedback on improvements and evaluations that have been made to culminate in a successful and practical working model. Examples of programs, differentiated assessments and templates will be provided for participants.

Participants will familiarise themselves with Assessing for Programming and Differentiation. Practical examples of how to pre-test, plot data, analyse student results within teachers’ classrooms are given and how this information can be used to easily group and provide feedback to their students. Once grouped into fluid ability levels, various classroom scenarios are scaffolded to show the ways Mathematics can be differentiated in K-6 mainstream classes. This model takes into account the open-ended and challenging activities GATS students require as well as teaching ideas for gifted underachievers.

Susan Tickle – Deputy Principal, Killarney Heights Public School Susan Tickle is Deputy Principal at Killarney Heights PS and has been Gifted and Talented Mathematics Coordinator. She has completed a Master Degree in Educational Leadership and a Certificate of Gifted Education from UNSW. Susan has presented annually at the Department of Education GATs Conferences since 2010 and presented at the Ignite the Spark, Fuel the Fire Conferences in 2015 and 2016.

Yvonne Quinlan

Concept-based learning (K-6)

This presentation will develop participants’ understanding of how conceptual programming and instruction across our Key Learning Areas provides educators with a framework to deliver a highly differentiated curriculum that supports the education of our 21st Century learners and gifted and talented students.

Yvonne Quinlan – Assistant Principal, Rosehill Public School Yvonne Quinlan is a Nationally Certified Lead Teacher (2014). She has a Masters of Educational Leadership degree (2015) and has held the position of Assistant Principal, Quality Teaching and Innovation, at Rosehill Public School since 2008.

Tony McLaughlin

Writing for differentiation (Stage 2 – 5)

The presentation will look at how a GATS class is not homogeneous and by using an approach to writing that incorporates 'scraps' of ignition exercises but based around ideas and concepts, develops fluency of writing and sophistication of ideas. The approach does not assume all GATS students are capable in writing and this approach allows for all students to produce a writing product that ultimately expresses the writers' thoughts around an issue or idea which is the basic tenet of DET educational policy and the Quality teaching focus. The presentation will be interactive, with participants doing an abridged session to understand not just the philosophy, but the practice.

Tony McLaughlin – Literacy Consultant, Callaghan College Collegiate Tony taught in primary schools around the state, from one teacher schools to large primary city schools for 10 years. He held the position of Head Teacher English and Drama at All Saints College Bathurst for 10 years and was an HSC Marker for Extension 1 and 2 English and Drama. He was a Priority Schools Consultant in the Hunter/ Central Coast region for 19 years (SEO1 and SEO2), Literacy Consultant in the Callaghan College Collegiate for 2 years, and a private Educational Consultant for 4 years.

David Tomlin & Elli Criddle (7 – 12)

Innovation, connection and resilience: Case study of North Sydney Girls HS

This session will be case study of North Sydney Girls High School (NSGHS), an academically selective school located on the Lower North Shore of Sydney presented by the Principal and one of its two Head Teachers Teaching and Learning. Although this is a unique school, programs and procedures can be readily adapted to other school environments.

The school actively encourages innovation in whole school curriculum design and a culture of learning appropriate for highly gifted students. Through a brief overview of academic curriculum programs, cross-curriculum initiatives, project based learning and wellbeing structures, the session will explore how NSGHS addresses the challenge of translating academic theory into practice.

Active promotion of holistic learning, student voice, values education and self-reflection are central to the school’s ethos of innovation, connection and resilience. Ongoing intensive, differentiated and relevant professional learning, facilitated by a core executive team, underpins all initiatives.

David Tomlin – Principal, North Sydney Girls High School

David has completed a BA (Hons) Dip Ed at Sydney University and a Graduate Diploma of Education (Computer Ed) at UNSW. He is a career NSW DEC teacher, having taught in Western NSW, South Western Sydney, the Eastern Suburbs, the Northern Beaches of Sydney and the Lower North Shore. His range of experience includes a central K – 12 school, a boys’ school, multicultural comprehensive schools, a co-ed academically selective school and an academically selective girls’ school. He was the Vaucluse Campus Acting Principal during the formation of Rose Bay Secondary College before becoming the Principal of Northern Beaches Secondary College, Manly Selective Campus in 2006. In 2012 he became Principal of North Sydney Girls High School. His experience in regional and state debating, HSC marking and leadership development programs complement his interest in quality pedagogy and conceptual based programs. As an English teacher, he has appreciated the importance of whole school curriculum and co-operative culture in successful schools. Gifted and talented education and whole school pedagogical improvement have underpinned the ongoing transformation of the learning culture of schools he has led.

Elli Criddle - Head Teacher Teaching and Learning, North Sydney Girls High School Elli has completed a BA Dip Ed at Sydney University. She was a targeted graduate, beginning her career at Vaucluse High School in 2000 as a History Teacher. She played a key role in shaping the curriculum and pedagogical foundation of Rose Bay Secondary College, most notably in the development of innovative programs addressing a diverse student population including a selective stream.

In 2007 she became the inaugural Head Teacher Teaching and Learning at North Sydney Girls High, an academically selective girls’ school, helping to spearhead a program of curriculum transformation through innovative cross-curriculum projects, integrated technology and intensive professional learning. Elli currently co-facilitates community of schools professional development initiatives for new and experienced teachers. She has a special interest in effecting whole school gifted and talented education programs which promote deep understanding and critical thinking skills for teachers and students.

Dale Sadler

Bullying: the game changer (K – 12)

To maintain effective learning, we must first ensure emotional, mental and physical wellbeing. Unfortunately, our current thinking on anti-bullying education is failing our students on all fronts. Bullying: The Game-Changer is different from established programs as it differentiates between victims, bystanders and aggressors. Although it recognises that the victim's wellbeing is of paramount importance, it focuses on the mindset and tactics used by the bully. Understanding this empowers potential victims and bystanders to minimise and block bullying behaviours. The program is presented to students as a game. That sounds almost flippant until you realise that it's a game most people would not want to play but, statistics tell us, one day we will all be invited to participate. As in all games, the highly skilled usually control the outcome. Up until now, the aggressors have always held the trump card. Bullying: The Game-Changer aims to change that forever.

This dynamic, interactive presentation provides teachers with practical tools and insights to implement the ideas and become positive game-changers in the lives of their students.

Dale Sadler – Deputy Principal, Health & Safety Dale Sadler is an experienced educator and the author of the soon to be published book, Bullying: The Game-Changer. In a seconded role, Dale provides advice and training to Principals and executive staff in the NSW Department of Education on all criminal matters (including; social media, bullying, assaults, drugs and weapons) occurring in school settings. He is also the recipient of the Minister for Education's Quality Teaching Award for championing successful welfare initiatives. Dale is a professional speaker and consultant, presenting to schools, NSW Police and business/community groups. For more details: www.dale-sadler.com

Carol Barnes

Legal aspects of differentiation (K – 12)

Based on the specious assertions appearing on some websites and in the popular press, parents of students with disability sometimes present schools with private professionals’ reports and claim: “You have to do what this report says for my child and if you don’t, it’s illegal”. But do schools always have to acquiesce in the face of such demands? And is deciding not to implement a professional’s recommendation for a student with disability always ‘illegal’? All students with a professionally diagnosed disability, including gifted students, are in some circumstances protected by federal and State disability discrimination legislation and may be entitled to adjustments to their assessment tasks so that they can demonstrate what they know and what they can do, on the same basis as a student without disability. Depending on the level of impairment occasioned by the disability, students with disability may qualify for assessment adjustments such as extra time, rest breaks, use of a computer, a scribe or a reader, and/or separate supervision for school exams, for NAPLAN, for HSC final exams and for other State tests and entrance exams. This presentation will explain how disability discrimination law protects students with disability. What’s the difference between a law and an educational authority’s ‘policy’? What are schools always expected to do, what is optional, and what is it reasonable for parents to request and/or expect? What is really required by AITSL Teacher Standards 1.6 and 7.2? And when does the law allow schools to simply say: “No”?

Carol Barnes – UNSW School of Education Carol Barnes is an Australian-trained lawyer who is national coordinator for GLD Australia, a not-for-profit online learning community/support group focussing on gifted learners with disability (GLD). Carol also holds part-time honorary appointments as a Visiting Fellow at the UNSW School of Education and as an invited sessional lecturer at Griffith University in Queensland where she is vice-president and parent support group convenor of the Queensland gifted association’s Gold Coast Branch. Carol earned a Grad LLB/JD at UNSW in 1986 and worked as a finance lawyer with a large international firm in Sydney. Since 2009, she has provided training for parents and teachers for numerous gifted and disabilities associations, and has held PD sessions at many NSW and Queensland schools. She has made over 100 presentations at gifted, disability, medical, and legal conferences on five continents. All Carol’s work in the GLD field is done as a non-paid volunteer.

Breakout session 2 Ruth Garlick

Nature Pedagogy in Early Childhood: Australian Professional Standards (P - 2)

NSW Education Standards Authority (NESA) replaced BOSTES from 1 January 2017 and includes a new early childhood team. This presentation will introduce early childhood teachers to the functions of NESA and the processes of accreditation, as well as consider the Australian Professional Standards for Teachers in terms of early childhood practices. The main theme of the presentation, however, is Nature Pedagogy. This approach can be perceived in today's education climate as an innovative teaching practice. This presentation incorporates aspects of quality teaching as defined in the Australian Professional Standards for Teachers, the Early Years Learning Framework and the National Quality Framework. Ruth Garlick - Policy Officer Early Childhood, BOSTES Ruth Garlick has taken up the role of Policy Officer, Early Childhood with the Board of Studies. She holds a Bachelor of early childhood education, a Graduate Certificate in literacy support, and a Masters of Educational Leadership. Ruth has worked in early childhood for 30 years, including long day care and directing a preschool. She has Department of Education experience, working primarily in preschools attached to schools in the Western Sydney area and in early stage 1. Ruth has also been involved with Western Sydney University, working on early literacy projects and in lecturing roles. With the introduction of the Early Years Learning Framework, Ruth was employed as a Department of Education P-2 Initiatives Officer, where she primarily supported preschool staff, including teachers, support officers, principals and school executive through the National Quality Framework assessment and rating process, as well as early childhood initiatives within schools. She was awarded the NSW Premiers Teachers Scholarship in 2013 and travelled to the UK and Europe to investigate Forest Schools and preschools.

Kerrie Quee

Differentiation for EALD (K – 6)

As an EALD specialist, it is important to program cooperatively with the teachers you are working with to enhance outcomes for EALD students. In this presentation Kerrie will share samples of units of work to demonstrate how activities are integrated for Beginning and Emerging phase EALD students, differentiating and scaffolding the mainstream content to ensure quality participation in the mainstream class at a level that is appropriate to students’ English language learning phase. The content is taught in a variety of ways including withdrawal intensive groups, in-class small group support and team teaching.

Kerrie Quee – EALD Leader/Mentor, Concord West Public School Kerrie has been a teacher for over 25 years, specialising in EALD for 13 years. In 2013, Kerrie filled the position of K-6 ESL Consultant in South Western Sydney and in 2014 Curriculum Advisor (EALD). Kerrie is part of an EALD mentor program in the Ultimo Principals’ Networks and is also a Western Sydney University advisor for students completing their professional practice teaching unit. Kerrie has engaged in a Department of Education EALD action research initiative in the local school, developing teacher understanding through demonstration lessons, professional learning and the development of EALD resources. Recent presentations include the Early Years Conference (2015/2016), a lecture at the University of Wollongong and the PETAA Conference (2015) all related to scaffolding and differentiating for EALD learners.

Bohdan Balla-Gow

Using data walls to differentiate instruction (K – 10)

Ausubel (1968) claimed that the single most important factor influencing learning is to ascertain what the learner already knows and to teach him or her accordingly. But how do we do this reliably? Recently, Professor Geoff Masters (2013) reminded us that the fundamental purpose of assessment is to establish where learners are in their learning at the time of assessment, which places the focus of assessment on student learning, growth and development. Indeed, assessment that makes learning visible for teachers and students is at the heart of John Hattie’s seminal work. But HOW we as teachers hit that ‘sweet spot’ with our students on a regular basis remains a perennial question and daily challenge. Dr Barbara Kerr (2009) recognised that becoming an expert in differentiation is a long process involving hard work and the ability to be a reflective teacher, constantly learning about one’s students in order to modify their learning to meet their needs. This presentation outlines a case study of how a professional learning community collaborated to more effectively address the challenge of differentiation. Teachers used student data in a visible way through student data walls to get to know their students and how they learn. This led to dialogue and reflection on teaching and learning and teachers modifying their instruction to more effectively meet the needs of their students. Sample data-informed personalised learning plans will be provided along with a NAPLAN analysis and differentiation template which can be used by classroom teachers in differentiating their instruction.

Bohdan Balla-Gow – Head Teacher, Teaching & Learning, Auburn Girls’ High School Bohdan Balla-Gow is a Head Teacher Teaching and Learning (Stage 5) who has been R/Deputy Principal for 15 months at a partially selective high school in Sydney’s South West. As one of the school’s key instructional leaders he has led the school’s innovative professional learning program in 2015 and 2016. Bohdan has taught in comprehensive, fully selective and partially selective high schools, and has taught and supported teachers to successfully teach some of the most able and most socio-economically disadvantaged students in the state. He holds a MTeach from Sydney University and a MEd (gifted) with high distinction from UNSW. Bohdan has been a guest lecturer within the Master of Education program at UNSW and presented his innovative practices and research at National and State Conferences including the Australian Council of Educational Research (ACER) Excellence in Professional Practice Conference in 2016.

Carina Dennis & Fiona McCrossin

GROWTH mindset unit in Science (7 – 12)

The principles of developing a Growth Mindset are embedded within a differentiated unit of work in Science (Stage 4) designed to meet the learning needs of different students. Skills associated with a Growth Mindset are taught within context, making it central, rather than adjunct, to student learning. The approach includes an emphasis on mastery learning; explicit teaching of higher-order thinking skills; and self-assessment. The program includes cross-curriculum priorities (sustainability) and general capabilities, including critical and creative thinking; ethical understanding; personal and social capability. An outcome is the provision of a template for integrating Growth Mindset development into other programs.

Dr. Carina Dennis & Fiona McCrossin – Sydney Girls’ High School Carina Dennis and Fiona McCrossin teach Science at a Sydney secondary high school. Dr Dennis completed a doctorate in Genetics at the University of Oxford. She has worked as an Editor and Correspondent for the science journal Nature, where she coordinated the publication of the human genome, and has presented science over radio and television at the ABC. She has developed resources for Education Services Australia and published on differentiated learning management systems. Fiona McCrossin has over 30 years’ experience in NSW government and non-government education sectors were she has prioritised giving students opportunities to take leadership roles in real world problem solving. Concurrently, Fiona has worked for a number of Australian environment groups where she has focused on national park and wilderness protection and management.

Jay-Marie Blue

Strength through unity (7 – 12)

At the end of 2014, Brisbane Water Secondary College (BWSC) Woy Woy formed as a part of the school plan, ‘The Quality Teaching and Learning Team’. Jay-Marie was selected to take the lead role in ‘Differentiation’ and assist, advise and support staff in the process of differentiation, program writing, inclusive education and supporting legislation as Disability Legislation. She has been in this role now for two years. There has been a change in school culture since the fruition in 2015 physically (signage), staff professional learning, KLA Goals, Differentiation as apart of staff 'Performance and Development Plan’. Jay-Marie will demonstrate HOW Differentiation is embedded into the School Plan, systems and goals and regular presentations for staff PL.

Jay-Marie Blue – Home Economics Teacher, Brisbane Waters Secondary College Jay-Marie has worked with NSW Department of Education for 21 years (BWSC Woy Woy, Terrigal HS, Lake Macquarie HS, Strathfield South HS, Kingsgrove North HS, Karningual Behaviour School). She has been an HSC Marker for 13 years, NSW State Chief Judge for Hospitality HSC in 2015, Senior Marker in 2016, Year 12 Advisor at BWSC in 2016, Member of the PBL Implementation Team Hunter/Central Coast in 2008 – 2010, and PBL Coach for Ettalong Public School. She has been heavily involved in supporting Boys’ Education and disengaged students from a variety of socioeconomic and cultural backgrounds.

Aine De Paor & Robyn Matthews Nurturing GAT in a comprehensive high school (7 – 12)

Robyn Matthews, Principal, and Aine de Paor, Gifted & Talented Co-ordinator at South Sydney High School will explain programs and approaches used in their comprehensive school to nurture and encourage high aptitude learners. These include their South Sydney Club for Intelligent Minds (SSCIM), a weekly lunchtime club where students engage self-directed learning projects, congregate with like-minded peers and receive mentoring. Each year they also run Junior and Senior SSCIM Camps to offer this opportunity in a non-school setting with time for students to achieve self-identified learning goals. Their enrichment stream is now successfully in its third year as is their pilot scheme offering enrichment and extension to groups of high aptitude primary students from local schools. A major project run in 2015 - 16 that involved students with high aptitudes across a range of creative arts areas and culminated in a staging of Shakespeare's 'A Midsummer Night's Dream' in a pop-up outdoor theatre will also be explained.

Aine De Paor & Robyn Matthews – South Sydney High School Robyn has been Principal at South Sydney High School since 2013. Currently, South Sydney High School has a hub school partnership with UNSW, recognising the importance of teacher quality for advancing student learning outcomes. Robyn is passionate about providing an array of rich, quality learning experiences for her students. She has initiated a number of programs to support engaging learning opportunities for GAT students. Previously Robyn was the Deputy Principal, Sydney Secondary College, Balmain Campus and Chester Hill High School and has also been involved in a number of high profile state-wide activities at the Curriculum Directorate.

Aine de Paor, began her teaching career in Dublin, Ireland, having completed an honours education degree at the University of Dublin, Trinity College. On completion of her Master’s degree in Theatre Studies at the University of New South Wales, Aine embarked on a career as a drama educator. Aine has worked in a variety of government and private school settings both in leadership roles and as a classroom drama teacher. Aine followed her completion of an Honours Masters, research degree in the Department of Performance Studies, Sydney University in 2012 with undertaking postgraduate study in her other area of passion, gifted education. Gaining her COGE at UNSW in 2013, facilitated Aine’s appointment to the role of Gifted and Talented Co-ordinator at South Sydney High School where she is also a Drama and English teacher. Aine enjoys the challenges and rewards of working with high aptitude students in a dynamic comprehensive school setting.

Chris Vella

Differentiation through Environmental Education (7 – 12)

Nature is the most open ended learning environment that we have access to. Offering unlimited challenges, inspiration and learning opportunities, the environment truly is the original makerspace. In this session you will be exposed to a range of programs that are taking environmental education pedagogy to the next level. Hear about programs running both nationally and internationally that you can implement in your school no matter where you teach.

Chris Vella – Western Sydney University Chris is a Science Education & Engagement Coordinator with Western Sydney University. Chris works closely with Western Sydney’s Natural Science offerings, which include environmental, agricultural and animal science courses. Chris is also a coordinator of the #EnviroEd twitter chat, and jumps at any chance to combine technology and education for sustainability.

Priscilla Mussone

Differentiation through journalism (K – 8)

This presentation will outline how teachers can effectively differentiate the classroom curriculum by embedding TV and Print Journalism activities across the key learning areas. In particular, the workshop will look at how Haberfield Public School implemented its Journalism program to cater for its Gifted and Talented learners. During this workshop, participants will develop a bank of practical journalism activities to support classroom programs, see examples of student interviews and their final products, learn how journalism activities can lead to larger community projects and have the opportunity to ask questions and discuss strategies suitable for both similar and different school settings.

Priscilla Mussone – Teacher, Haberfield Public School Priscilla Mussone is a primary school teacher who has taught in a variety of schools across Sydney. For the last seven years she has been teaching at Haberfield Public School and recently completed the COGE certificate at UNSW. Using the knowledge from 10 years of teaching and the COGE certificate, Priscilla has implemented a successful pull-out, ability-based enrichment program for the school’s gifted and talented learners. The enrichment program is in its second year and incorporates journalism, aeronautical engineering, Tournament of Minds and maths problem solving groups. She is the coordinator of science, public speaking and ICT and is always on the lookout for new and innovative ways to engage her students.

Ben North

Assessing for differentiation: using all sources of available data to inform a quality differentiation program (7-12) Differentiation can be made easier to implement – and more successful – by making informed decisions based on the learning needs of students. By analysing the learning needs of your school context, as well as the preferences, interests, and concerns faced by individual students, these aspects can help create a rigorous, informed, but also defensible differentiation program for gifted learners. This presentation will give an overview of some principles and ideas to consider when planning school-based differentiation programs – be they for individual students, within individual subjects, or across the school. Participants will have the chance to work with other teachers to discuss and analyse the barriers and obstacles, learning needs, and particular challenges of their

school’s context, and thus tailor a differentiation program that aims to meet the specific needs of their students. The presentation will draw upon Susen Smith’s Model of Dynamic Differentiation (MODD, 2015) to consider how assessment can be used as part of a dynamic process of differentiation.

Dr. Ben North – Head Teacher, Engadine High School Dr Ben North is a Head Teacher with the New South Wales Department of Education. He holds a Doctorate and Masters in Gifted Education from UNSW School of Education, supervised by Dr Susen Smith and E/Prof Miraca Gross. Ben also works casually on gifted education research programs and postgraduate coursework subjects at UNSW. He has presented research and professional practice in gifted education to a range of Australian and international schools and conferences.

Breakout session 3 Gretl Willett

Differentiation dynamics in Maths (K – 6)

Gretl is passionate about building teacher capacity and she strongly believes in personalised learning delivered through quality classroom teaching. In this workshop she will outline threshold concepts, gateways in conceptual understanding, that allow for more effective differentiation in the classroom. The workshop will also highlight successful strategies that help improve differentiation, like Visual wall-mapping, Bump-up walls, Think-a-loud WILF modelling and using Learning plans. Differentiated assessments, such as the Frayer Model, open-ended Rich Assessment Tasks, the sequenced ‘Tickle Approach’ and embedded journaling will also be explored. Teachers will come away with a clearer understanding of how to differentiate at multiple conceptual levels

Gretl Willett – Instructional Leader, Cambridge Park Public School Gretl Willett has been leading teachers and schools in developing quality mathematics programs over several years, firstly as a Quality Teaching Consultant and currently as an Instructional Leader at Cambridge Park PS. Gretl has collaborated with numerous communities and academic partnerships, and has been a guest presenter at DP conferences, at the Newcastle University Quality Teaching launch, at MANSW conferences and several Department of Education forums. Gretl has co-written journal articles and has completed her Masters Degree in Leading Educational Change. She has been an executive for several years, and worked across a dynamic range of schools. She has a wealth of knowledge in this area.

Katherin Cartwright & Tanya Coli

Primary STEM in action (K – 6)

This workshop will share how integrated STEM programs are being implemented in a number of NSW department of education primary schools as part of the Stage 3 Integrated STEM Project. It will highlight how to integrate working scientifically, working technologically and working mathematically when creating authentic project-based learning experiences for students.

Katherin Cartwright & Tanya Coli – Department of Education, State office Katherin Cartwright is the Mathematics Advisor K-6 and Tanya Coli is the Science and Technology Advisor K-6 based at state office for the NSW department of Education. They provide advice and support for primary teachers and are currently working with 35 schools as part of a STEM project.

Peggy Mangovski

Differentiated exams in high school (7 – 12)

The journey to true equity in classroom requires differentiated exams as a necessary step toward providing equitable adjustments for all learners. A model of a differentiated exam designed to build student confidence will be presented along with the steps and processes taken for development. Participants will engage in discussion regarding the challenges of differentiation in senior subjects for both practical and theoretical assessments. Tips for writing differentiated assessments will also be demonstrated. The presentation will investigate the challenges and benefits from both student and teacher perspectives of meaningful differentiation in the classroom. This particular differentiated exam model has been used as a successful tool in improving student engagement and enrolment retention in a complex subject not often heralded as accommodating to students with learning challenges. Both anecdotal and statistical data collected from the deployment of this model at West Wallsend High School will also be presented.

Peggy Mangovski – Head Teacher CAPA & Computing Curriculum, West Wallsend HS Peggy Mangovski is specialist senior computing teacher and Head Teacher managing the areas of Computing Curriculum, CAPA, Network Administration and School Promotions at West Wallsend High School. She also coordinates a variety of learning programs including GATS, STEM and teacher professional learning with additional passions for innovative learning spaces, curriculum development and equitable differentiation. Peggy's mission is to improve teacher understanding and the application of equity in the classroom. Despite providing a multitude of differentiation on practical assessments, Peggy knew more could be done and set her sights on designing a differentiated exam model. As part of her quest to improve equity and engagement in the classroom through the development of meaningful assessment, Peggy enlisted the collegial support of Ian West who worked for BOSTES as a liaison officer and as a chair of the examination committee for Software Design and Development HSC examinations.

Katherine Edwards & Elaine McKellar

Differentiation learning in high school Maths lessons (7 – 12)

Regular and detailed formative assessment not only informs teachers of their students’ growth and development, but it allows them to design tailored lesson material to better meet their students’ needs. They aim to present their journey of differentiation and tracking of student learning in Mathematics that draws upon the use of a commercial based program, Essential Assessment, an Australian formative and summative assessment tool that allows teachers to regularly track their students’ prior knowledge and growth across all areas of the new Australian Mathematics Curriculum. Their journey focuses on a 2 year pilot of the program they developed as teachers of Mathematics, the strategies that blended into practice, and the impact it had for their students. Now being implemented across the faculty for all classes and teachers, the approach is helping to better understand students’ strengths and weaknesses and to tailor and design learning activities and experiences that meet the diverse needs of a wide range of learners within our classrooms and across the faculty.

Katherine Edwards & Elaine McKellar – Gymea Technology High School Katherine Edwards and Elaine McKellar are teachers of Mathematics at Gymea Technology High School. Katherine is in her second year in leading the Mathematics Faculty and Elaine in her fourth year as a permanent member of the Mathematics staff. They have both enjoyed teaching all levels of high school Mathematics with experiences in teaching Year 7 through to the Mathematics Extension 2 course. Their experiences have seen them teach a diverse range of technologically savvy students with varying mathematical ability, a strong motivator for each of them to investigate quick and reliable ways to collect regular, up to date data on their student's mathematical knowledge and understanding in order to truly differentiate their lesson material and meet the needs of their students.

Kathy Corby, Hanna El-Far, Seyda Celik, Samantha Anjoul

Oral language strategies for creative writing (EAL/D) (K – 6)

Do you want to inspire creative writing through differentiated oral language strategies and improve students’ vocabulary knowledge at the same time? Does your students’ vocabulary knowledge match their writing? How do we link the teaching of writing and speaking and listening in the new K-6 English Syllabus and the K-6 Literacy Continuum? The notion of classrooms that ‘float on a sea of talk’ is one that is vital to supporting students to compose quality writing. Project based learning is a great framework for promoting creativity and encouraging reflection of learning. Auburn West Public School has a population of 98.6% EAL/D students. Executive, in collaboration with aspiring leaders, have been supporting staff understanding of integrating talk into the classroom through a variety of engaging and exciting teacher professional learning that focuses on oral language activities which are hands-on and immerse the students in the language needed to become successful English language learners. The presenters will share with you the learning journey of two Stage 2 open-learning classroom teachers, the Stage 2 AP mentor and EALD Assistant Principal, and how they

joined forces to implement project based learning and create a learning environment that was supportive for all students, especially those with an EAL/D background.

Kathy Corby, Hanna El-Far, Seyda Celik, Samantha Anjoul – Auburn West Public School Kathy Corby is a Stage 2 Assistant Principal and Early Career Teacher Mentor who mentors a team of 8 stage 2 teachers, conducting demonstration lessons and team teaching a range of engaging lessons for a variety of key learning areas. Of the 8 teachers on Stage 2, 4 of these teachers are on their first year on class with 5 teachers classified as early career teachers. Hanna El Far is the Assistant Principal EAL/D and teaches new arrival students as well as leading a team of 5 EAL/D teachers to work collaboratively with teachers and implement engaging lessons. Seyda Celik and Samantha Anjoul are in their first year of teaching in an open learning classroom and are currently team teaching their stage 2 students through implementing innovative practices.

Brenda Quayle & Caroline Vuki

Personalised Capabilities for Student Success (7 – 12)

This presentation will explore the concepts of personalisation in curriculum design and delivery, aimed at considering the strategies and tools used to ‘Ignite the Spark’ for individual student achievement. It will overview the creation of a personalised learning system designed for a large comprehensive high school in Western Sydney. During this presentation they will share innovative ideas and strategies that are currently in practice at Rooty Hill High School, including the implementation of a Capabilities Driven Curriculum and the digital Learning Hub that has been designed to enable students to capture daily evidence of their ability to apply capabilities and dispositions through the ACARA curriculum.

Brenda Quayle & Caroline Vuki – Deputy Principals, Rooty Hill High School Brenda graduated from Macquarie University with a BAD DipEd in 1994. She has worked in high schools in Western Sydney for 23 years, consistently creating innovative teaching and learning practices designed to engage students from a range of diverse backgrounds. Appointed as the Deputy Principal at Rooty Hill High School in 2015, Brenda had previously operated in Head Teacher roles as well as working with school groups in a range of contexts to refine assessment practices and create innovative strategies for implementing quality teaching and learning for all students. She is currently leading the school team to implement a Capabilities Driven Curriculum, reflective of the dispositions evident in the ACARA curriculum documents and ensuring that all students are empowered in their learning.

Caroline Vuki graduated from the University of the South Pacific with a BA in Geography and English in 1993 and a Post Graduate Certificate in Education in 1995. She taught high school in Fiji from 1994 before migrating to Australia in 2001. She was appointed as Head Teacher HSIE at Rooty Hill High in 2012. As well, she was awarded the 2012 Leadership for Learning Award in recognition of her curriculum leadership. Currently, Caroline is the Co-Deputy Principal Special Projects leading the Professional Practice Strategic Direction of the School Plan. In 2017, Caroline will lead the school in the organisation of professional learning as well as coordinate the Professional Practice Professional Learning Team to build capacity of staff in the areas of Learning Design, Evidence Informed Teaching Practice and the Higher Standards of Accreditation.

Keynote 2 Professor Shirley Alexander, University of Technology

The University of Technology Sydney is well advanced in its $1.3B investment in its campus masterplan. This presentation will describe the development of a vision for the future of learning in higher education and the ways in which that vision influenced the design of the new learning spaces and the use of learning technologies. The system of projects that were instigated to implement that vision will be discussed along with a reflection on successes, failures and plans for the future.

Professor Shirley Alexander Shirley Alexander is the Deputy Vice Chancellor and Vice-President (Education and Students) at the University of Technology Sydney (UTS). She has worked at UTS for over twenty years; having previously held the positions of Director, Institute for Interactive Media and Learning and Dean, Faculty of Education. Professor Alexander is responsible for leading the achievement of the University’s key priorities in teaching and learning, the student experience and the use of data analytics in all aspects of the university’s work. Her responsibilities also include increasing the opportunities for student and staff learning, and the development of a strong student culture across the University.

Leaders’ Panel

MC: Jane Dennett – Principal, Killara High School Jane is a historian. Her first school appointment involved teaching English, Geography and PE. Fortunately for all concerned, the employment situation eased and she went on to teach History for many years at schools in Western and Northern Sydney. She knows schools from the ground up, having held various positions in student wellbeing and leadership, and administration.

Jane has served as principal of Killara High School since 2014, having held the position of Head Teacher History there in the early part of the century.

She knows that she has the best job in a wonderful school, and is strongly focused on leading a school where students and teachers are supported to take risks and do work that matters.

Kathleen Donohoe – Director, Futures Learning, DoE Kathleen has held a number of senior positions within NSW, Ireland and the United Kingdom across Secondary, Tertiary and Vocational education. She was appointed as Director of Futures Learning in April 2016.

Her career in education began as a secondary teacher (1994) and her subsequent appointments have included curriculum development, assessment development, Lecturer, Programme Development Executive and Learning Space Manager for organisations across the world including the European Union, UNESCO and the DVC(E) at the University of Sydney.

Currently as Director, Futures Learning, her key responsibilities include leading innovation in teaching and learning through the use of space and technology, informed by progressive professional practice to deliver quality outcomes. Her team provides high level leadership, strategic advice and direction for the development of future professional practice within the school sector, ensuring high quality design and delivery in order to reposition NSW public schools as innovative leaders.

Kathleen has a strong commitment to research and evidence based approaches to emerging learning and teaching practices. Throughout Kathleen’s career she has maintained a focus on the importance of building the professional knowledge and practice of educators. She continually leads the improvement in quality teaching to inspire learning, innovation and engagement to meet the educational challenges of the future.

John Goh – Principal, Merrylands East Public School John Goh has been the Principal of Merrylands East Public School, South Western Sydney for the past 11 years. The school serves 40 different language backgrounds and is one of eight Social Ventures Australia National Bright Spot Schools.

John has formed organisational partnerships to provide social capital as a support for student learning at Merrylands East Public School. Through creative and innovative technological programs, students have embraced 21st century skills in open and agile learning environments with flexible school hours.

Some of John's recent major achievements include a Public Education Foundation Harvard Club Australia Scholarship to study at Harvard University (2013) and being a finalist in the Pride of Australia Awards (2012). In 2009, John’s school received the Director General’s School Achievement Award and the United Nations World Environment Day Award.

John is a frequent user of social media to engage community in education dialogue and sharing of practice. In 2014 John received an award from the Australian College of Educators for outstanding leadership in the use of social media to engage educators and community.

Lila Mularczyk – A/ Executive Director, Leadership and High Performance, DoE Lila was Principal at Merrylands High School for 14 years, and also the President of The NSW Secondary Principals’ Council (SPC). Merrylands High School has been recognised at regional, state, national and international level for numerous innovative programs including leadership, values, quality teaching, social harmony, technology-rich teaching and learning, and community participation.

As Deputy Principal in two schools, Lila oversaw a number of acclaimed programs and was an active member of the NSW Deputy Principals’ Association.

As an SPC Executive and Senior Executive, Lila has a wide variety of responsibilities including leadership in advancing Public Education and emergent issues. She is the author of numerous Educational Journal articles and Book Reviews.

Lila chaired the NSW Digital Education Revolution, has lectured at several Sydney universities and has been recognised as one of Sydney Morning Herald’s 100 most influential people. She has received many awards recognising her work, including a NSW and National Australian Council for Educational Leaders (ACEL) Fellowship and Department of Education Merit Service Award to Public Education. Lila is also a state Board member of ACEL and regional president of ACE (Australian College of Educators) Sutherland/St George area, and was nominated for 2015 Australian of the Year.

Lila is currently Acting Executive Director, Leadership and High Performance, with the Department of Education.

Paul Petersen – Principal, Austinmer Public School Paul’s formal career began in the 1980s, with initial teacher training at Wollongong Institute of Education. A part-time job in a puppet theatre led to a year-long program with the Arts Council of NSW. It was as a puppeteer, that Paul honed his skills in making learning engaging and fun. Completing his degree at the University of Wollongong, Paul then worked with the NSW Sport and Recreation as Program Director of camps throughout NSW. Here he was paid to play.

His first classroom teaching came in 1987 with the appointment to the last one-teacher school in Sydney - Forest Glen PS.

Entering educational leadership roles since 2000, Paul leads with enthusiasm. He still believes he is being paid to play, but the emphasis now is on leading and learning with school teams continuing to make learning fun, engaging, relevant and challenging to all the students and staff.

Chris Robertson – Principal, Aurora College Chris’ career with the NSW Department of Education has spans 29 years, including 21 years as a classroom teacher and Head Teacher in a number of high schools in Western Sydney.

Chris has also held various roles in State Office. In this capacity he has: designed and developed online and multimedia teaching and learning resources; managed state-wide teacher professional learning programs; provided strategic advice and supported schools to integrate technologies in teaching and learning across all Key Learning Areas K-12; and managed trials of next practice initiatives and evaluations of educational programs.

In 2014, Chris collaborated with stakeholders to lead the planning and implementation of Aurora College, NSW's first virtual school. The school is a key deliverable of the NSW Department of Education's Rural and Remote Education Blueprint. Now in its third year of operation, Aurora is providing innovative and flexible learning in a whole new context, by allowing gifted and talented students in rural and remote communities to connect locally and learn globally.

Meredith Tomkins – Principal, Our Lady of Good Counsel Catholic School, Forestville Meredith Tomkins has been a principal for 17 years in three primary schools in the Diocese of Broken Bay. She is currently the principal of Our Lady of Good Counsel Catholic Primary School in Forestville where Meredith has built a strong culture of optimism, creativity and positive relationships for students, teachers and the wider school community.

With her focus firmly on the future, Meredith is committed to providing dynamic and innovative learning opportunities for students and teachers that assist them to adapt and thrive in the increasingly globalised and rapidly changing world. She has established a vibrant culture of inquiry in every school she has led and she is a strong advocate for re-imagining the role of teacher as a co-designer and co-learner inspiring learners to think beyond the existing educational paradigms.

Breakout session 4 Kerry Hodge

GAT pre-schoolers – (Early Years)

Preschool education is essentially play based. Play with open-ended materials has the potential to cater for a wide range of abilities, and it remains a recommended provision for gifted children. However, many gifted children require opportunities for more complex play along with other meaningful and rich experiences to gain a satisfying intellectual ‘stretch’ and extend their unusual abilities and interests. Some gifted children also need social and/or emotional support. Kerry’s research with NSW preschool and childcare teachers indicates that they have minimal, if any, training in giftedness and lack confidence to provide adequately for gifted children. Yet the Early Years Learning Framework (DEEWR, 2009) reminds teachers to provide sufficient challenge for all children, and the National Quality Standard guidelines for early childhood education and care (ACECQA, 2013) indicate that giftedness is an additional need that ‘will require or benefit from specific considerations or adaptations’ to the curriculum (p.196). This presentation will focus on the principles of recommended practice in differentiation for young gifted children, illustrated by many practical examples of innovative enrichment and extension from preschool programs in NSW and overseas. These experiences can be targeted to individuals or groups of children with obvious strengths or be inclusive, inviting expression of unexpected strengths from ‘regular’ children, including those with other additional needs.

Dr Kerry Hodge – Honorary Associate, Macquarie University Dr Kerry Hodge’s career in education began as a teacher and consultant in NSW government preschools, where she first became aware of children whose development was advanced. From the 1990s she has taught at Macquarie University in research-based preschool programs, conducted research on giftedness in young children and lectured on gifted education in undergraduate and postgraduate programs. She was awarded the 2009 Nancy Fairfax Churchill Fellowship to investigate overseas programs for gifted preschoolers and teacher training in early gifted education. Kerry currently wears two hats. She is Director of Research and Development at the STaR Association, a Sydney non-profit organisation that supports young children with special learning needs, and leads STaR’s gifted program. She is also an Honorary Associate in the Department of Educational Studies at Macquarie University and a member of its Children and Families Research Centre.

Karen Rantissi & Bonita Avery

Art and writing (3 – 10)

Our ancestors drew upon cave paintings to express and share their stories. Today we have a wealth of artworks that ignite imaginative stories within their onlookers. Discover ways to harness arts potential to improve literacy outcomes, through artistic discussions, imaginative writing and vocabulary enrichment through creating, appreciating and conceptualising artworks.

Enjoy the unique opportunity to partake in a creative writing workshop, allowing the many masterpieces from Australia’s vast national treasures to inspire us. Participate in hands-on learning activities and enjoy student samples of imaginative writing, letters, plays, poems and descriptive language activities that have been inspired by artworks. This workshop offers a wealth of learning resources, opportunities to develop and/or consolidate professional knowledge of both literacy and the arts as well as establish professional partnerships within your learning community and local arts network. This creative writing workshop was a huge success at The National Literacy Conference in Adelaide, 2016. The program has recently been adopted as a key strategy to generate youth engagement at the Northern Rivers Community Gallery, where students’ creative writing will be published and exhibited alongside selected artworks on exhibition throughout the 2017 period.

Karen Rantissi – Empire Vale Public School Karen Rantissi is a teacher of Reading Recovery, Learning and Support and is a specialist teacher of the Creative Arts at Empire Vale Public School. Karen recently completed her Masters of Education, researching the quality teaching of Creative Arts. In July, Karen presented her ‘How to get a picture to tell 1000 words’ professional development workshop at The AATE/ALEA National Literacy Conference in Adelaide, conducting writing activities within the South Australian Art Gallery. She is a member of the Teachers Panel of the Museum of Contemporary Art, Sydney and The Lismore Regional Gallery. In 2015, Karen was awarded an Australia Day Arts and Culture Award.

Bonita Avery Bonita has been a teacher and Principal in small schools for her entire career (since1988). She believes that small schools provide students with a supportive learning environment and that the 'disadvantages' of the smaller setting are outweighed by the diversity of experiences that are able to be offered. As a teaching principal her role is to Educate, Administrate and Communicate. She tries to ensure that all three are done well, but her priority will always be the education of the students. She has worked with Robotics with her students and has also, in the past, set up a darkroom to share her love of photography with her students.

Ilhea Yen

Differentiation in the Maths classroom (7 – 12)

What is differentiation? What does it look like in the maths classroom? It will look like… all students are engaged in learning and happy to solve maths problems. They discuss the problems with excitement and curiosity. They actually smile at you and each other. They say things like “thank you”, “I like maths, it’s fun!” Teachers feel so encouraged and passionate about their students’ learning they wish that the bell doesn’t ring! Ilhea has had those experiences more than a few times using some teaching techniques that I have developed over the years and would like to share them with you and perhaps you could share your experiences with others. Some examples are: GOAL: Goal Oriented Achievable Learning I and II, flipped classroom, team teaching, power of challenging questions.

Ilhea Yen – Head Teacher Mathematics, Canterbury Girls’ High School Ilhea has been teaching maths for nearly 20 years. She has taught at 5 different public schools: boys, girls, co-ed, selective, remote country, inner city, 7-10 junior school, 7-12 school. She is interested in building a stronger relationship with all her students through maths by teaching maths in non-threatening ways. She is a life-long learner and always pushes herself to try new things each year.

Katherine Hoekman

Designing equitable school-wide programs that inspire gifted learners (P- 12)

The Australian Professional Standards for Teachers require that teachers know students and how they learn, stipulating the need to meet the specific needs of students across the full range of abilities. This session aims to identify practices that help address the complexities of this process to foster the competence, confidence and self-efficacy required to enable agile and responsive teaching and learning that positively impacts all students, including gifted learners. Strategies that help develop the adaptive expertise of leaders of learning, and enhance the agility and agency of teachers will be explored. Learnings from program implementation experiences within a school, across schools and across sectors will be shared. Professional learning opportunities that address the learning needs of high potential learners, including gifted learners will be shared.

Dr Katherine Hoekman – School of Education, UNSW Katherine lectured in Gifted Education and is currently adjunct lecturer at School of Education at UNSW, as well as consulting with schools on the ways to meet the cognitive, motivational and affective needs of gifted students. She was the Director of Research and Innovative Learning at Abbotsleigh, and was the Director of the Eileen O’Connor Centre which served the needs of diverse learners using assistive technology across the Archdiocese of Sydney. She was a School Innovation Consultant at AISNSW supporting the ELEVATE: agile designs for high potential learners program. She has been an invited presenter at regional, national and international conferences. These opportunities have enabled her to apply gifted education principles with talented teachers in designing and evaluating innovative learning experiences that sustain excellence in teaching and learning from pre-school to the university level.

Chloe Williams

Teaching and learning strategies in HSIE (7 – 12)

This session will touch on the following topics: Project Based Learning in Geography to engage students with the content and skills, using technology in Geography, hands on Geography skills tasks (Amazing Race), learning intentions and success criteria for senior students. goal setting for senior students, formative assessment tools (pre and post-tests, ‘Kahoot’ and ‘Test your knowledge thus far’, individualised projects for gifted learners - enriched content, making visible thinking routines for History for critical and creative thinking, Big History (cross curricular course and access to resources).

Chloe Williams – Gifted and Talented Co-ordinator, Killara High School Chloe is a 4th Year Teacher who is both History and Geography trained. She completed her Graduate Certificate of Gifted Education early last year and is the Gifted and Talented Coordinator for her school. She teaches a Year 8 Gifted and Talented class and also runs Big History as an enrichment program. She is passionate about professional learning, having run 2 NS5 masterclasses and is a member of the Professional Learning Committee and Technology Committee. She has previously served as the Social Justice Committee Coordinator and currently is the Year 7 Assistant Year Advisor.

Nerida Walker UNSW Matraville Education Partnership An exciting new era in education is emerging in Sydney’s South-Eastern suburb of Matraville. The UNSW Matraville Education Partnership is a new initiative between the UNSW School of Education and Matraville High School (MHS). It is a first-of-its-kind school-based university education program in which academics and students from UNSW are working with Matraville students, teachers, and the wider public to deliver a suite of educational, fun, and supportive activities that are breathing new life into the school and its community. The UNSW Matraville Education Partnership is a collective vision for cohesion and achievement in the Matraville area. The partnership extends student experience through in-school and after school opportunities harnessing students’ existing strengths and building their confidence while developing vital skills. MHS staff and teachers at surrounding schools have access to ‘hands-on’ professional learning sessions and collaborative enquiry projects organised by UNSW, to build capacity to teach diverse learners more effectively. Activities are already underway in the realms of gifted education, technology in education, culturally responsive schooling, and Indigenous education. By integrating parents, teachers, families and the broader community into school life through a range of after-school, evening and holiday programs, the partnership creates a flexible model for education that meets the immediate needs of the community, creates better academic outcomes, and widens educational expectations. In addition to the UNSW & Matraville Education Partnership, MHS is also catering for individual student needs through implementing the AVID program (Advancement Via Individual Determination) that aims to close the achievement gap by preparing all students for college and other post-secondary opportunities. Nerida Walker – Principal, Matraville Sports High School Nerida’s teaching experience has predominantly been in south-western Sydney in the area of geography, economics, legal and business studies. In 2004 Nerida became a Head Teacher in the fledgling Sydney Secondary College schools, and was then seconded to the Curriculum Directorate for a ‘6 week options paper’ about cross-curricular initiatives in NSW schools. This saw her travel the state investigating how teachers were trying to find similar curriculum outcomes across Key Learning Areas. When a Deputy Principal position became available at her old school, Nerida returned to SSC Balmain Campus as Deputy Principal Curriculum, and also spent 10 months as Deputy at the Blackwattle Bay Senior Campus.

In late 2012 Nerida was offered the relieving Principal position at Matraville Sports High School, and in Term 3 2013 became the school’s first female principal in what has been a critical period of change. With the support and expertise of staff, Nerida has instigated change to the school’s welfare and discipline system, curriculum pattern, and commissioned a review of the Sports High School function of the school. In partnership with UNSW she has sought new opportunities for her students.

Breakout session 5 Rosalind Walsh

Extending young gifted children through higher order questioning techniques (P– 2)

This workshop reports on an innovative research study conducted in an Australian early childhood centre examining the use of William's teaching strategies with young children in order to stimulate higher order thinking. This study found that not only were young children capable of answering higher ordering thinking questions, but their quality of response improved when challenged to do so – providing an evidence-base for what many of us know intuitively. Participants will be guided through the development of the questioning techniques and learn how to evaluate their own questioning in order to more fully challenge the children in their care.

Dr Rosalind Walsh - Queenwood School for Girls & Macquarie University Dr Rosalind Walsh is the Catalyst Co-ordinator at Queenwood School for Girls and a sessional lecturer at Macquarie University where she teaches gifted education. She holds a MEd in gifted education from UNSW and was the Manager of GERRIC for a decade. Her PhD research on young gifted children won a Vice-Chancellor's Commendation from Macquarie University, the NSW Teachers' Guild Research Award and the 2016 John Geake Outstanding Thesis Award from the AAEGT.

Carol Spencer & Helen Polios

Differentiation in Maths (K – 6)

Teachers at Whalan PS actively and knowledgably differentiate student learning across all aspects of Mathematics using research- and curriculum-based integrated concept sequences. This presentation will:

• provide participants with these innovative proven strategies to support them in differentiating Number concepts along integrated concept sequences, catering for the diversity of all of their students, those with giftedness, special needs, ATSI, socio-cultural backgrounds, EAL or others.

• deepen participants’ understanding of syllabus outcomes, develop in participants a deep understanding of the concept sequences, and the relationships between concepts

• allow participants to immediately and effectively differentiate learning in their own classrooms

• demonstrate quality pedagogy of questioning to build meta-language and capacity to explain • deepen participants’ understanding and effective implementation of embedded formative

assessment strategies, allowing EVERY student to move forward in their learning as soon as they are ready

• engage participants in investigations, differentiated along sequences of understanding, based on curriculum and continuums

• embed problem solving into lessons • use resources that are both targeted and easily accessible, including playing cards, small

and large connecting blocks and 10 frames,

The presenters include an expert in the field of mathematics teaching, and teachers from Whalan Public School, both early career and later career. Carol Spencer – Mathematics consultant & Helen Polios – Relieving Principal, Whalan PSl Carol Spencer has over 25 years successful experience as teacher and leader in schools in 3 countries (Australia, New Zealand and UK), is a writer and presenter of mathematics curriculum support material for Education Boards and Departments, and A Learning Place A Teaching Place, is an expert provider of research- and evidence-based mathematics professional learning in-class, in-school and out-of-school.

Helen Polios Helen has over the last 8 years developed a sustainable professional learning culture using a layered and multi-faceted approach across the school. Teacher professional learning includes the use of experts and provides time for teachers to gain point-of-need professional learning as well as opportunities to support deep knowledge of syllabus documents and classroom practice that is highly differentiated for learners.

Elizabeth Chase

Weaving threads of gold – writing (5 – 8)

The English Textual Concepts and Processes were devised as a partnership between the Department of Education and the English Teachers Association. They provide a foundation for teaching English in a richer way to support the English Syllabus in great depth. In addition, these concepts and processes provide a weave which can be used for programming for enrichment tasks for gifted students. This session will showcase highly engaging literature response tasks devised as enrichment tasks for students in upper primary and lower secondary. These tasks build upon the Concepts and Processes and demonstrate how they simplify and deepen programming for English because of their Syllabus links. Programming can be different now - the potential for our students is exciting because the Concepts and Processes weave together threads across the Syllabus to support creativity, reasoning, experimentation and reflection.

Elizabeth Chase – Instructional Leader, Blacktown West Public School Lizzie Chase has been an Instructional Leader at Blacktown West Public School in 2015-6. She has taught English at high school and has been a middle years Literacy Consultant. She enjoys writing English and enrichment resources. It is fun to teach using these resources and to adapt them, in collaboration with teachers. Her websites with free teaching resources can be viewed at www.pinterest.com/lizziemchase - MY TEACHER SITES.

Angela Housand

FutureCasting: laying the groundwork for personalised learning (K – 12)

When we consider gifted students’ interests, values, and needs while planning instruction, we engage these students in learning that is personally meaningful and aligned with their goals. FutureCasting, a digital portfolio framework, provides a bridge for students to communicate who they are, what they want to learn, and their future aspirations. With this knowledge, teachers can create instruction that is personalized for the student and reflects rigorous academic standards. Join us as we explore activities that can be implemented immediately and begin the work of helping students chart the course of their life! Dr. Angela Housand - Associate Professor, University of North Carolina Wilmington Angela is an associate professor and the coordinator of the Academically and Intellectually Gifted graduate programs at the University of North Carolina Wilmington. Over the years, her work has been presented internationally and published in the Journal of Advanced Academics, Gifted Child Quarterly, High Ability Studies, and Gifted Education Communicator, just to name a few. As a former teacher, she brings an applied focus to her instructional programs for in-service and pre-service teachers. Her research tests the effectiveness of the FutureCasting® framework. In addition to teaching and research, Dr. Housand serves the National Association for Gifted Children in both elected and appointed positions. The goal of her work is to support teachers as they challenge gifted students to achieve their potential. For more information, go to http://www.angelahousand.com

Michele Beach

Developing Growth Mindset in a gifted classroom through Learning Intentions and Success Criteria (LISC) (K – 6)

This presentation will outline the learning progress of students in a Year 6 OC class over 2016. Student Voice is featured, with students creating a major part of the presentation; projecting their perspective. Their task was to create a product that informed educators about how they have transformed their learning in the Mathematical Olympiads (APSMO) through the use of LISC. Learning in the classroom is innovative, with students making informed choices regarding how and where they learn. Visible learning featured in their first year as a class (Year 5 2015), however, it was not until 2016 that students and their teacher understood themselves as learners. All schools in the Pemulwuy Learning Community have been implementing LISC in classrooms as part of a long term plan to create a growth mindset in the greater community. Students who created the |

products are: Aaryan, Aathan, Abinesh, Aditya, Anthony, Arroon, Arya, Asha, Ashvin, Bill, Bodhi, Cassandra, Etash, Henson, Hiya, Ian, Jessica, Joseph, Kaelan, Kaviya, Kovin, Nandini, Nihasan, Pragash, Sanctus, Shanu, Sivakaami, Siya, Skye and Vishesh.

Michele Beach – Assistant Principal, Greystanes Public School Michele is currently Assistant Principal and OC class teacher at Greystanes Public School. She leads a dynamic Stage 3 team and the school’s Blended Learning, and Gifted and Talented teams. As part of the school’s executive team, Michele has built strong links within the Pemulwuy Learning Community of Schools, where innovation and collaboration are fostered and supported between schools. She was previously the Western Sydney Region’s Gifted and Talented Project Officer, working with both primary and secondary schools. A major project during her consultancy was Dreaming on the Riverfarm, in association with UWS Hawkesbury and a number of other consultants. In 2012, Michele co-organised the first Ignite the Spark (Gifted and Talented) conference with her line manager, Zdena Pethers. She is now on the organising committee for the current Ignite the Spark, Fuel the Fire conferences.

Virginia Cluff

Aurora College: Collaboration is the key (7 – 12)

The use of online teaching and learning platforms has transformed the way we design, deliver and provide feedback for our students. Are you interested in:

• spending less time in lesson preparation? • delivering more engaging content to your students? • having your students collaborate with each other in a safe online environment? • providing real time feedback to your students? • brainstorming and sharing ideas with your fellow teachers?

Come along and learn about the online platforms which make this possible! Virginia Cluff – Head Teacher Science, Aurora College Based in Dunedoo NSW, Virginia teaches online at Aurora College, a virtual selective high school for rural and remote students in NSW, providing an opportunity for rural and remote students to study English, Maths and Science in a virtual setting. Virginia is the wife of a cattle farmer and has 3 children. She is a passionate teacher and has been teaching for the last 8 years. Prior to that she was a global pharmaceutical scientist in the USA and Australia. She loves the fact that her real-life scientific knowledge can be used daily to inspire and ignite passion in our future scientists in this virtual teaching environment.

Breakout session 6 Lynda Lovett & Ariana Abeni-Davis

Rich, engaging & active learning (K -6)

An outline of innovative differentiation and active, engaged learning (K-6) using 21st century skills occurring in the presenters’ flexible learning environments. Lynda Lovett & Ariana Abeni-Davis – Balmain Public School Lynda has been an OC teacher for over 24 years. She has completed postgraduate work at UNSW in gifted education, as well as a Masters degree in Educational Psychology. Lynda has designed and led many professional learning opportunities, delivered presentations at conferences and mentored teachers not only in the area of gifted education, but also in student engagement and developing an understanding of the needs of diverse students. Lynda has been involved in the planning and implementation of student enrichment programs across the Greater Sydney region. Ariana has qualifications and considerable expertise in early childhood years (birth to 12 years). She is a proponent of investigative learning, such as Self Organised Learning Environments (SOLE) and has completed training and successfully implemented play based learning in her ES1 Classes.

Meredith Tomkins & Janet Agostino

‘Elevate’ and high potential learner clusters (K- 6)

ELEVATE Project

In 2015 Our Lady of Good Counsel (OLGC) was one of 15 primary and secondary cross - sector schools chosen to participate in an AISNSW/Government funded project called ELEVATE. The purpose of the program is to ‘reshape schools to optimise the strengths of all learners’. The participating schools are being supported through an innovative process by the UK- based Innovation Unit aimed at lifting the learning outcomes for all high potential learners. OLGC has based their project on engaging the use of human and material resources in the wider community and incorporating futurist perspectives into existing inquiries, resulting in different ways of thinking. We have linked with a Software engineer and have introduced Virtual Reality into the school.

Cluster groupings

The cluster-grouping model was introduced to Our Lady of Good Counsel in a pilot project designed to address the needs of some identified gifted learners. The program was expanded and currently has cluster groups in Years 1-6. Cluster grouping was selected as a strategy as it is reported to

“deliver a full-time cost-effective programme for gifted and talented students” if used in conjunction with differentiation, pull-out programmes and effective professional development (Biddock, 2009). We implement the program through the Diverse Learners team which is responsible for the needs of students who require differentiation due to learning support needs, ESL and gifted abilities. This model represents best practice in a mainstream setting and has relevance for school educators interested in meeting the needs of high-achieving gifted students. Meredith Tomkins - Principal, Our Lady of Good Counsel Catholic School, Forestville Meredith Tomkins has been a principal for 17 years in three primary schools in the Diocese of Broken Bay. She is currently the principal of Our Lady of Good Counsel Catholic Primary School in Forestville where Meredith has built a strong culture of optimism, creativity and positive relationships for students, teachers and the wider school community.

With her focus firmly on the future, Meredith is committed to providing dynamic and innovative learning opportunities for students and teachers that assist them to adapt and thrive in the increasingly globalised and rapidly changing world. She has established a vibrant culture of inquiry in every school she has led and she is a strong advocate for re-imagining the role of teacher as a co-designer and co-learner inspiring learners to think beyond the existing educational paradigms.

Janet Agostino - Our Lady of Good Counsel Catholic School, Forestville Janet is an educator with over three decades of teaching experience across a range of settings, including special schools and mainstream primary and high schools. She holds a Bachelor of Education (Macquarie University), Graduate Diploma in Primary/Infants teaching (UNE), Graduate Diploma in Special Education (UTS), and a Master of Gifted Education from UNSW as well as a Fellowship in Classical Guitar performance. Janet is passionate about students achieving through systematic and structured teaching. She focuses on motivating students to understand how to learn efficiently and to set and achieve their goals. At Our Lady of Good Counsel school , she leads the ‘Diverse Learners’ team, working with students with learning support needs as well as gifted students and collaborating with teachers on curriculum differentiation, programming and resources. The school is considered a leader in pedagogy, engaging and challenging students through Inquiry-based learning.

Robyn Lonergan

Problem-based learning in the middle years (Years 5 – 8)

Problem-based learning (PBL) is becoming a more common teaching approach in secondary schools. This presentation examines the intended goal perspectives, significant concepts and key practices of PBL, and reports on a study of this teaching approach in middle schools. Ten Year 8 Science classes in two comprehensive public schools in urban Sydney completed a 3-week PBL unit. Level of capacities identified as significant to PBL goal achievement (knowledge, problem- solving skills, and self-regulation skills) were measured pre- and post-implementation, and results reported at the whole cohort, school and identified exceptional learner (higher ability, English language issues and learning difficulty) level. Findings are considered within the embedded context of learner communication and motivational issues. Implications for the higher ability learner within diverse classrooms using this teaching approach are discussed.

Robyn Lonergan – University of NSW Robyn Lonergan was a Science teacher for many years, and completed a MEd (gifted) under Emeritus Professor Miraca Gross. Her school experience includes three years setting up a gifted department in a large international school in Beijing. Most recently she worked part-time at UNSW School of Education, both tutoring and in Professional Experience, before commencing her PhD in 2014. Her research study examines the implementation of problem-based learning in diverse middle school science classrooms.

Nicole Sabbadin

Mapping differentiation practices for the gifted in classrooms: using action research for multi-faceted purposes (7 – 12)

Gifted students need learning to be pitched at a level which matches their cognitive abilities. However, how can teachers always determine if their lesson is pitched suitably? This presentation will detail one method Nicole devised incorporating an action research cycle to measure challenge levels for gifted students through comparing teacher and student quantitative and qualitative data. The research was developed in response to her specific context. Working in a Sydney North Shore girls’ independent school, the students are often obliging, polite and quietly respectful, rarely voicing their opinion about the challenge level of lessons. In response, action research was trialled in her own classroom and, consequently, the data tools were refined. Under Nicole’s guidance, the research was then implemented by teachers in various departments, where sheI compiled all data and reported back to the teachers involved to aid the action research cycle, a cycle which is continuing. Nicole will share the purposes of the research, which was multifaceted, my original and refined data tools, and some results of the research. The most significant purpose resulted in documentation of ways in which staff are challenging gifted, and interventions taking place due to the action research cycle, which will be shared. Nicole Sabbadin – Gifted and Talented co-ordinator, Loretto Kirribilli Nicole Sabbadin is Gifted and Talented Coordinator at Loreto Kirribilli, an independent Catholic girls' school. After graduating, Nicole worked in secondary schools in the United Kingdom, where her passion for gifted education was stimulated. Since returning to Australia in 2008, Nicole has worked at two additional girls’ schools, Pymble Ladies' College and Wenona School, teaching, managing and inspiring students in English literature, and she is dedicated to the education and empowerment of young women. Nicole received her Masters in Educational Psychology from the University of South Australia, and is currently studying a Masters of Education at UNSW, specialising in Gifted Education. She has published papers about target setting and reflection, and the Teaching for Understanding frameworks in MYSA, presented at a past ETA conference and developed a poster presentation for the 2016 AAEGT Conference.

Susen Smith

Differentiation for innovation: scaffolding today’s student potential to become tomorrow’s self-regulated innovators (K – 12)

Teachers apply myriads of strategies in different ways for meeting the diverse range of student needs in their classes every day. But, it is ‘how’ these strategies are woven into a coherent, consistent, and interrelated process that sustains differentiation for students’ learning needs. The Model of Dynamic Differentiation (MoDD) can be used to plan interrelated differentiated teaching strategies with engaging learning content, dynamic processes, and relevant products in varied learning environments. This presentation provides a link between teachers’ current practice and ways to add further innovative strategies to nurture students’ imagination, creativity, and innovative outcomes. Recognition of the characteristics necessary for talent development and the support needed to ensure the growth of innovative talent are the origins of the emergence of innovative potential. Characteristics, such as high intellect, healthy imagination, metacognition, creativity, and curiosity, may lead to students using their imagination creatively, thinking divergently, experimenting with novel ideas, taking risks, and real world problem-solving for evolving innovations. While gifted students can use their characteristics to produce imaginative ideas, they may need support to apply their creative ideas for innovative outcomes to ensue. Therefore, what can we do as educators to promote innovation within the talent development process to help nurture today’s potential to become tomorrow’s innovators? This session will explore interrelated differentiation strategies to scaffold innovative potential by providing real case studies of children as innovators and support teachers as innovative educators. Dr Susen Smith - GERRIC Snr Research Fellow, Snr Lecturer (Gifted & Special Ed), School of Education, UNSW Susen is GERRIC Senior Research Fellow and Senior Lecturer in Gifted & Special Education at the School of Education, UNSW. She has over three decades of leadership, teaching, and research experience from Pre K to Tertiary. Her specific research interests include dynamically differentiating curriculum and pedagogy for student diversity using integrated strategies within the Model of Dynamic Differentiation (MoDD), taxonomies and matrices for multi-disciplinary problem-based learning for student diversity in inclusive contexts, including students with giftedness, underachievement, twice- or multi-exceptionalities, and learning difficulties. She has been a visiting scholar at Columbia University, Hunter College CUNY, and the Hong Kong Institute of Education, has published in international journals, such as the Gifted Education International, Journal for the Education of the Gifted, and The International Journal for Talent Development and Creativity. Susen has presented her work as an invited keynote speaker at Australian and international conferences.

Jim Hayden

Making learning purposeful (K -12)

Challenge Based Learning (CBL) is an effective learning framework that empowers students and teachers to address local and global challenges. When coupled with iPad, CBL becomes a powerful way for learning to be deep, engaging, meaningful, and purposeful. CBL and iPad provides learners with a unique opportunity to combine STEM and humanities to make a real-world difference in their community. In this interactive workshop you will explore Challenge Based Learning and learn how you can introduce the process into your own classrooms. Jim Hayden – Apple Education

Keynote 3

Dr Simon McIntyre, UNSW Art & Design A blueprint for differentiated learning in an undergraduate design curriculum As students progress through an undergraduate design program, they start to develop and apply knowledge and skills in ways suited to their own unique creative practice. Standard curriculum design that does not allow students to assess their capabilities and adjust their learning pathways in support of their individual learning needs, can potentially limit a student’s potential. This presentation outlines a blueprint for differentiation currently under development for an undergraduate design program at UNSW Art & Design. It discusses how synthesising data analytics and personal community based learning approaches could help students determine their learning needs, maximise the potential of formal and informal learning opportunities, and give clearer personalised guided learning pathways with maximum flexibility, opportunities for meaningful collaboration, and exposure to different types of learning environments.

Dr Simon McIntyre Simon is the Director of Learning and Innovation at UNSW Australia | Art & Design. After developing and teaching online courses in art and design for several years, he helped many other academics design and teach online through designing and convening a range of academic development programs. Simon has pioneered learning and teaching approaches for fully online and blended education across several disciplines, and has helped establish an internationally recognised quality online learning reputation for the Faculty and for UNSW. In 2015, Simon was one of 14 educators nationally to be awarded the Office of Learning and Teaching Excellence Award.

Thank you to our sponsors

UNSW School of Education offers a suite of comprehensive courses, single and multi-day workshops and symposiums for qualified teachers to study as accredited professional learning. Our workshops are held on-campus, or within schools, and are led by experts in their various discipline areas.

On-Campus Courses

Mini-COGE GERRIC's Mini Certificate of Gifted Education (Mini-COGE) provides substantial professional development to teachers and school leaders. The mini-COGE is a two-day course delivered in-service to schools or on campus at UNSW Kensington. Participants receive 16 hours of NESA-accredited professional learning at Proficient level.

Mentoring and Coaching The Australian Professional Standards for Teachers requires that Highly Accomplished Teachers be able to demonstrate with evidence that they are able to support and assist less experienced colleagues with all aspects of their professional knowledge, practice and professional engagement. Our mentoring and coaching workshops help teachers understand and implement the professional experience framework.

Professional Learning and Development 2017

Specialised Courses We also run courses, tailored to the expertise of our staff at the university. These include courses such as “Transition planning for students with disabilities” and “Inquiry-based learning in mixed ability classrooms”, along with others, as per the timetable on the reverse of this flyer.

Conferences

This year the UNSW School of Education is hosting the 22nd Biennial World Conference: Global Perspectives in Gifted Education. The World Council for Gifted and Talented Children’s conference is an opportunity for researchers, practitioners, parents, and other stakeholders to gather from around the globe to discuss gifted education. Our keynote speakers include Dr. Chester Finn, Dr. Seon Young-Lee, Dr. Jane Piirto, Professor Karen Rogers, Professor Kirsi Tirri, Professor Helen Watt and Dr. Jim Watters. Register at http://worldgifted2017.com/registration.

In-Services

We also provide our professional development programs, such as the mini-COGE, Mentoring and Coaching, or a specific workshop tailored to your needs, along with consultancy work to state, Catholic and independent schools. If you are interested in having one of our courses delivered at your school, please contact gerric@unsw.edu.au, or call 9385 1951.

FURTHER INFORMATION

For further information and to register for any

of our courses please visit unswschoolofeducation.eventbrite.com.au

School of Education p: +61 2 9385 1972

e: education.events@unsw.edu.au

ATESOL

ATESOL NSW Inc. is an incorporated professional association of people working in the field of TESOL (Teaching English to Speakers of Other Languages) and related areas that offers a diverse range of professional learning across the school year. Workshops on offer in 2017 include the Pronunciation Workshop, Grammar Workshop, Teach Meets, and the popular HSC Revision Day, along with our EAL/D symposiums and leadership workshops, as outlined in the timetable.

All of our professional learning courses are accredited by NESA (formerly BOSTES). We are an

accredited NESA provider at Proficient, Highly Accomplished

and Lead levels.

Date (subject to change) Discipline SUMMER

18 & 19 January GERRIC TERM 1

8 February & 15 March GERRIC 10 February ATESOL

16 February ATESOL

17 & 18 February Gifted Education 24 February ATESOL

11 March / 10 June / 16 September

Mentoring

18 March ATESOL 11 & 12 April Gifted Education

TERM 26 May ATESOL 10 May & 21 June GERRIC 13 May Mentoring

17 May Special Education

20 May & 3 June ATESOL 27 May / 26 August / 18 November

Mentoring

16 June ATESOL TERM 3

5 July Gifted Education 19 July Gifted Education 20 July Gifted Education 20-23 July Gifted Education 27 July ATESOL

29 July/ 28 October / 9 December

Mentoring

8 & 9 August GERRIC 10 August ATESOL

17 August & 7 September

Course and Venue (held @ UNSW Kensington unless stated otherwise)

Mini-COGE

Mini-COGE ATESOL: Teach Meet @ Beverly Hills Girls High - Free event ATESOL: Teach Meet @ Chatswood Intensive English Centre - Free event Ignite the Spark: Fuel the Fire Conference ATESOL: Teach Meet @ Auburn North Public School - Free event Mentoring & Coachings workshop - module 1, 2, 3 11 March, 10 June, 16 September ATESOL: EAL/D Symposium - Who are your EAL/D Learners Parent course - 2 Day Beginners

ATESOL: EAL/D Symposium - Planning for teaching EAL/D learners Mini-COGE Mentoring & Coaching workshop - module 1, 2, 3 11 Feb & 13 May & 12 August Transition planning for students with disabilities Associate Professors Iva Strnadova & Terry Cumming, and Dr Sue O'Neill ATESOL: Pronunciation workshop Mentoring & Coaching workshop - module 1, 2, 3 27 May, 26 August, 18 November ATESOL: Leadership and EAL/D workshop

Parent course - 1 Day Advanced course Masterclass with Professor Karen Rogers Pre-conference Workshops World Council for Gifted and Talented Children Conference ATESOL: Confirming identity @ South West Sydney, school to be confirmed Mentoring & Coaching workshop - module 1, 2, 3 29 July, 28 October, 9 December Mini-COGE ATESOL: Macro Skills Development @ Mascot Public School Mini-COGE GERRIC

19 August ATESOL: EAL/D Grammar Workshop 7-12 ATESOL: EAL/D Grammar Workshop K-6

ATESOL

25 August Inquiry-based learning in mixed ability classrooms Robyn Lonergan

general

31 August Assessment in practice Professor Chris Davison and Jaime Rodriguez

Assessment and Evaluation

7 September ATESOL: Macro Skills Development @ Mascot Public School

ATESOL

TERM BREAK27 & 28 September Parent course - 2 Day Beginners Gifted Education

TERM 411 & 12 October Mini-COGE GERRIC 25 October & 8 November

Mini-COGE GERRIC

16 November Parent course - 1 Day Advanced course Gifted Education 26 October ATESOL: Macro Skills Development

@ Mascot Public School ATESOL

Course Dates 2017

Contact

January 2017

P E W

All our professional learning courses are accredited by BOSTES QTC - see each course for specific levels and standards that apply. We are an accredited BOSTES provider at Proficient, Highly Accomplished and Lead levels.

Recognition of learning

Conditions and fees apply

Interested participants please contact the School of Education

Date: 20 July -23 July 2017

Location: UNSW Kensington

Website: www.worldgifted2017.com

The School of Education at UNSW Australia will host the 22nd World Council for Gifted and Talented Children (WCGTC) Conference in Sydney, Australia. The event is an opportunity for researchers, practitioners, parents, and other stakeholders to gather from around the globe to discuss

the vital matters, issues, and concerns that impact the field of gifted education and gifted and talented children.

Strands include Giftedness and Talent: Models, Research, and Practice; Identification: Models, Instruments, and Approaches; Social and Emotional Needs; and Twice-Exceptional Learners, and more.

Registration also open for:

19 July - Master class with Professor Karen Rogers20 July - Pre-conference workshops 22 July - Gala Dinner

GERRI( STUDENT PROGRAMS 26th-28th September 2017

GERRI( offers a range of school-holiday programs for gifted and talented students (generally students who are capable of performing in the top 10% of their age-peers) for children from years 3-10. GERRI( holiday programs will open students'

minds to abilities they may have not suspected they possessed, and opportunities to use those abilities to the fullest. They'll meet other kids who share your interests and inspiring teachers who love working with gifted students.

GE;UJJC

.l�

- LJNSW A u s T R A L • A

Education

UNSW Arts & Social Sciences

Find out more at education.arts.unsw.edu.au/about-us/gerric/for-gifted-students/